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https://docs.google.com/presentation/d/1gAWAhCN_mDaqc_BuPvvXmIrCw2lcWm6-wsnYGKGLtm4/edit?usp=sharing

Data Analysis Assignment Reflection Questions:
What are your takeaways from this activity?
- My biggest takeaway is that creating a rubric is not as hard as I thought it would be. I did not realize the rubric had to be tied to the standard and that made it easier to create it.

How will this impact you as a teacher?
- It has given me the tools to create a rubric, break down standards, and assess students work. It will help me as teacher, because now I feel confident and informed on how to do these things.

How will data analysis drive your instruction?
- It will give me a whole picture of how my students are doing. It creates a classroom where I know exactly what my students need to improve on and what they are proficient in.

How will this process impact your student learning?
- It will make sure none of my students fall behind, but also that I am not holding any students back. It will also keep their learning on track. It will create a successful and productive learning environment.

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Learning Log #11 Teacher made, standardized, and other formal assessments

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Learning Log #11 Teacher made, standardized, and other formal assessments

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Taxonomies of Learning

Cognitive

- The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.

Affective

- The affective domain focuses on the attitudes, values, interests, and appreciation of learners. The hierarchy associated with it begins with receiving and listening to information, and extends to characterization, or internalizing values and consistently acting upon them.

Psychomotor

- The psychomotor domain encompasses the ability of learners to physically accomplish tasks and perform movement and skills.

* These impact my instructional choices as I plan to work in education, because now I can rotate through these different strategies to help my students learning. By knowing many different ways to teach and students' learning styles it will create more learning and focus in my classroom.

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Learning Log #9 Communication & Fac. Complex Thinking

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Learning Log #9 Communication & Fac. Complex Thinking

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Guided notes:
https://docs.google.com/document/d/15fBCcbrKbnTaODBl0AX86Q5li4TvNrWXRk8h8FByYHo/edit?usp=sharing
Questions:
1.  How do teachers communicate in the classroom, and why is it important?

- Teachers can communicate in the classroom through building a relationship with their students that is built on respect, listening, honestly, and open-mindedness. I think that communication first needs to come from the teacher and they can do this by showing healthy ways to communicate. When teachers communicate healthily and regulate their emotions the students will see this an learn from that. It is important for teachers to communicate in the classroom, because they are example to their students. This example will teach the students how to communicate and will create emotionally regulated future adults who have healthy relationships.

2.  What are some ways that teachers facilitate complex thinking in their classrooms, and what are some benefits?

- Teachers can facilitate complex thinking in their classrooms by asking students questions and having group discussions. The teacher can ask students questions that make the topic relate to their own personal lives or others around them. Students learn better when they are not only interested, but also when they get to participate. That participation can come from students being able to state their own ideas/opinions which will facilitate complex thinking, because they now feel their opinion matters and is important. The benefits are that students will now have the tools to facilitate complex thinking in their own personal lives and in learning. When students are engaged like this they learn more and retain more, which is a massive benefit.

Study.com link: https://study.com/academy/lesson/assessing-data-on-student-learning-in-cognitive-affective-domains.html

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Copy of Spring Notes Chapters 9&10 Learning Log

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Learning Log #8 Classroom Management and The Learning Environment

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Learning Log #8 Classroom Management and The Learning Environment

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Reflection of "Beliefs about Discipline Inventory":
Total number of responses in Table 1 was 5, Table 2 was 3, and Table 3 was 4. I felt that my scores did  and did not reflect my values as a teacher. My highest score was table 1 reflection and listening, which I think is the most important part of discipling students. I do not agree with the second score for table 3 (rules and consequences), because I put more value on confronting and contracting. I feel communication has a better end result than immediately giving a consequence.

Classroom management: The process by which teachers and schools create and maintain appropriate behavior of students in classroom settings.

Active listening: Paying attention to a speaker and listening to understand, not to respond. It also includes complete focus on the speaker with minimal distractions out of respect and an intent to learn.

Withitness: The capacity to perceive the needs of your students with accuracy and care.

Natural consequences are those things that happen in response to your child's behavior without parental involvement. These are imposed by nature, society, or another person.

Logical consequences are disciplinary actions that are intended to teach students to make better behavior choices rather than to punish them. There are three major categories of logical consequences: solving problems, losing privileges, and time-out.

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Take-a-ways from our guest speaker on motivation Kelly Carmody:
- It is important to motivate your students
- Diversity should be everywhere especially in your books
- Put your own interests in your lessons to help motivate your students
- Take your personality and twist it into a lesson
- Make sure your students know learning happens everywhere and not just in school

Vocabulary:

Motivation: The process that initiates, guides, and maintains goal-oriented behaviors. It is what causes you to act. Motivation involves the biological, emotional, social, and cognitive forces that activate behavior.

Amotivation:  Also known as avolition, is a psychological condition defined as “a reduction in the motivation to initiate or persist in goal-directed behavior.”

Locus of Causality: A cause of an outcome perceived by an individual as being in the environment and beyond his or her control.

Attributions: The way that individuals envision the success or failure of their own behavior or the behavior of others .

Self-efficacy: Teachers' beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity, plays a key role in influencing important academic outcomes  and well-being in the working environment.

Learned Helplessness: a psychological condition associated with feelings of lost control, and it creates students who disengage from effort, even if the effort is within reach and will clearly lead to success.

Self-determination Theory:  It is the theory that people are able to become self-determined when their needs are fulfilled in three different arenas: autonomy, competence, and relatedness, or connection.
Link: https://study.com/academy/lesson/self-determination-theory-capacity-strategy-control-beliefs.html

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Learning Log #6 Students With Special Education Needs

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Learning Log #6 Students With Special Education Needs

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Notes from guest speakers:
- You can not teach a child if they have behavioral issues, you have to mitigate for the child.
- Have high expectations for your students with disabilities.
- Teachers and parents have to be a team.
- Students with disabilities have to become their own advocate, but also be an advocate for them.
- Learn how to communicate, advocate, listen, and reflect with your peers & supervisors.

- People don’t realize that teachers are just as important in students with disabilities lives as their parents.

- It is our job as teachers to evaluate our students.

- Students deserve to LOVE school.

- “What you accept is what you teach” meaning if you accept bad behavior you are teaching the other kids that bad behavior.

Definitions for:

IDEA (Individuals with Disabilities Education Act): The Individuals with Disabilities Education Act is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education that is tailored to their individual needs.

Section 504: The ED Section 504 regulation defines an "individual with handicaps" as any person who (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.

ADA (Americans with Disability Act): The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications and access to state and local government' programs and services.

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Garner's Theory Multiple Intelligences
Link: https://study.com/academy/lesson/multiple-intelligences.html
*Takeaways:

Gardner's Multiple Intelligence Theory challenged that notion with eight categories of intelligence. He developed an inventory/quiz in order for people to determine or identify their strongest intelligences based on his research, as people can have many areas of strength versus having just one.

There are eight areas of intelligence according to this theory: Visual-Spatial, Verbal-Linguistic, Logical-Mathematical, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.

Multiple Intelligences Theory is not the same as learning styles.

*Opportunity Gap

Opportunity Gap refers to inputs - the unequal or inequitable distribution of resources and opportunities.

Achievement Gap refers to outputs - the unequal or inequitable distribution of educational results and benefits.

*Take-a-ways from our guest speaker
- LGBTQIA+ youth are almost 5 times as likely to have attempted suicide compared to heterosexual youth.
- 40% of transgender adults reported having made a suicide attempt. 92% of these individuals reported having
attempted suicide before the age of 25
- 1 out of 6 (16.6%) students nationwide (grades 9–12) seriously considered suicide in the past year.

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Imagine you're going to give a presentation in class or at work. Would you include pictures to illustrate your points? Would you tell a story or act out a skit? The method you choose would draw on your talents and reflect the way that you solve problems and learn. So, if visual aids like maps and drawings help you understand concepts, you're likely to include them in your presentation. But if someone else watching your presentation learns by doing, they might not be able to follow along unless you use body language and actions to physically demonstrate what you're talking about.

American psychologist Howard Gardner first recognized that people have different ways of learning and problem solving. He worked with autistic patients who excelled at music or math although they lacked social awareness or the ability to communicate effectively with others. Gardner proposed the Theory of Multiple Intelligences, which suggests that people have different strengths and different ways of solving problems.

Gardner's theory was groundbreaking because, before he proposed multiple intelligences, only logic and math were tested. Gardner's system created a more descriptive, multidimensional approach. Before, IQ was used as shorthand for learning potential and capability, but only people who were good at solving math problems were smart according to the test. Gardner's work helped to explain diverse learning styles and approaches, allowing for educational developments, which have changed how we teach.

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what is gardner's theory of multiple intelligences? - video & lesson transcript | study.com

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What is Gardner's Theory of Multiple Intelligences? - Video & Lesson Transcript | Study.com

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Imagine you're going to give a presentation in class or at work. Would you include pictures to illustrate your points? Would you tell a story or act out a skit? The method you choose would draw on your talents and reflect the way that you solve problems and learn.

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Social Development theories links:

Maslow Hierarchy of Needs

https://study.com/academy/lesson/maslows-hierarchy-of-needs.html
- "Abraham Maslow developed Maslow's Hierarchy of Needs in 1943, which is a motivational theory based in psychology. The phases of the hierarchy, from the top to the bottom, are: Self-Actualization, Esteem Needs, Belongingness, Safety, and Physiological. He expanded the theory to include cognitive and aesthetic needs, and put a new phase, Transcendence, at the top."

Gilligan Morality of Care

https://study.com/academy/lesson/carol-gilligans-theory-of-moral-development.html
- "Gilligan's theory focused on both care-based morality and justice-based morality by proposing three stages of moral development: pre-conventional, conventional and post-conventional. In each stage, the individual transitions from one focus to another, eventually establishing a balance between caring for one's self and others."

Kohlberg Morality of Justice

https://study.com/academy/lesson/kohlbergs-stages-of-moral-development.html
- "Kohlberg advanced his theory of moral development by suggesting that humans undergo three levels of moral reasoning, each comprised of two stages. The three levels are comprised of the pre-conventional level, the conventional level, and the post-conventional level of moral development. Embodied in these three levels are six phases of sequential growth: obedience and punishment, instrumental purpose, good boy nice girl, law and order, social contract and universal ethical principle. These three levels and six stages of moral development are the fundamental structure of Kohlberg's theory."

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Learning Log #3 - Educational Learning Theories

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Learning Log #3 - Educational Learning Theories

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Links to Educational Learning Theories
Behavioral: https://study.com/academy/lesson/behaviorism-overview-practical-teaching-examples.html
Cognitive:
https://study.com/academy/lesson/differences-between-piaget-vygotskys-cognitive-development-theories.html
Constructivist:
https://study.com/academy/lesson/jerome-bruner-scaffolding-and-constructivism-theories.html
Social Learning (Cognitive):
https://study.com/academy/lesson/zone-of-proximal-development-and-scaffolding-in-the-classroom.html

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NCLB - No Child Left Behind
ESSA - Every Student Succeeds Act

Link to article and video: https://nnpa.org/essa/the-every-student-succeeds-act-vs-no-child-left-behind-whats-changed/

What is the difference between the old NCLB bill and the new ESSA bill?

- Lawmakers have touted the new law as a more flexible approach to student testing and school accountability.

- This new law would really bring in the authority of states when it comes to turning around low performance schools, evaluating teachers, and deciding what to hold schools accountable for.

- States will still have to test students three through eight and once in high school, but they’ll have more say of how much those tests count.

- Although test will continue schools will be asked to also focus on other factors such as, school climate, teacher engagement, student engagement, and access to advanced coursework.

- This law gives the states the authority to evaluate their teachers.

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Educational Psychology
Learning Log - Spring 2022